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As dificuldades de uma formação para cidadania
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O trabalho que apresentamos em seguida é constituído por duas partes, uma primeira de caráter descritivo e reflexivo, sobre todo o processo da prática de ensino supervisionado, na qual expomos o trabalho desenvolvido ao longo do ano letivo 2022/2023 na Escola Secundária de Miraflores com duas turmas de filosofia do ensino secundário, do 10º e 11º anos. Fazemos uma apresentação e caracterização da escola, organização e composição do grupo de estágio, assim como das respetivas turmas. Analisamos o trabalho realizado, no âmbito docente e não docente. O âmbito docente inclui a análise das aulas, da elaboração de planificações e outro material didático, assim como das estratégias adotadas. O âmbito não docente inclui a análise e observação de pares, realização de atividades extracurriculares e a integração na escola. Faremos uma reflexão e avaliação final sobre todo o processo. Na segunda parte abordaremos o movimento de reabilitação da filosofia política clássica neo-aristotélica e a sua relação com as pretensões curriculares, postuladas pelo Perfil dos Alunos à Saída do Ensino Secundário e pela Estratégia Nacional de Educação para a Cidadania, de
uma educação que pretende formar e educar indivíduos preparados para o exercício da cidadania. O que pretendemos averiguar é se de facto existe, pelo menos nas disciplinas de filosofia do ensino secundário, uma real educação para a cidadania.
The work we present here is divided into two parts. The first part is descriptive and reflective, covering the entire process of supervised teaching practice. We outline the work carried out during the academic year 2022/2023 at Miraflores Secondary School with two philosophy classes from the 10th and 11th grades. We provide an introduction and characterization of the school, the organization, and the composition of the internship group, as well as information about the respective classes. We analyze both the teaching and non-teaching aspects of the work. The teaching aspect includes an analysis of the lessons, the development of lesson plans and other teaching materials, as well as the adopted strategies. The non-teaching aspect involves the analysis and observation of peers, participation in extracurricular activities, and integration within the school. Finally, we will reflect on and evaluate the entire process. The second part addresses the movement for the rehabilitation of classical neo-Aristotelian political philosophy and its relationship with the curricular aspirations, as postulated by the Profile of Students upon Leaving Secondary Education and the National Strategy for Citizenship Education. Both documents advocate for an education that aims to train and educate individuals prepared for citizenship. Our goal is to investigate whether, at least in the context of secondary school philosophy courses, there truly exists an authentic education for citizenship.
The work we present here is divided into two parts. The first part is descriptive and reflective, covering the entire process of supervised teaching practice. We outline the work carried out during the academic year 2022/2023 at Miraflores Secondary School with two philosophy classes from the 10th and 11th grades. We provide an introduction and characterization of the school, the organization, and the composition of the internship group, as well as information about the respective classes. We analyze both the teaching and non-teaching aspects of the work. The teaching aspect includes an analysis of the lessons, the development of lesson plans and other teaching materials, as well as the adopted strategies. The non-teaching aspect involves the analysis and observation of peers, participation in extracurricular activities, and integration within the school. Finally, we will reflect on and evaluate the entire process. The second part addresses the movement for the rehabilitation of classical neo-Aristotelian political philosophy and its relationship with the curricular aspirations, as postulated by the Profile of Students upon Leaving Secondary Education and the National Strategy for Citizenship Education. Both documents advocate for an education that aims to train and educate individuals prepared for citizenship. Our goal is to investigate whether, at least in the context of secondary school philosophy courses, there truly exists an authentic education for citizenship.
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Educação Cidadania Práxis Education Citizenship